a b s t r a c tThe aim of the present work was to evaluate the occurrence of trichothecenes toxins, deoxynivalenol (DON) and nivalenol (NIV) in samples of corn-based foods (breakfast cereals and snacks) consumed by the Spanish population. A total of 175 commercially available samples were randomly collected during 2005. Trichothecenes were determined by a gas chromatography-electron capture detector. The estimated limit of quantification was 25.4 mg/kg for DON and 15.9 mg/kg for NIV. DON was detected in 22 of the 55 samples of breakfast cereals, in 13 of the 57 samples of baked corn snacks and in 12 of the 63 samples of fried corn snacks. NIV was detected in 6 samples of breakfast cereals and 1 sample of snacks. The median concentrations of DON and NIV found in all samples were 53.9 and 60.2 mg/kg, respectively. The influence of different factors, such as the presence of additional ingredients and the type of commercial brand, on the toxin incidence and content levels were also studied. The values of both mycotoxin intake found in this study are lower than the proposed tolerable daily intake for the respective toxin (1 and 0.7 mg/kg bw/day for DON and NIV, respectively).

FormaciónA los jóvenes animadores. I edición del Máster en Animación UPV: una experiencia compartida Adriana NavarroEste artículo está dirigido a quienes quieran continuar aprendiendo animación, compartiendo con quien tenga curiosidad mi experiencia personal al haber cursado este Máster. Espero que esta lectura les resulte útil.Pero, antes de comenzar, permítanme que me presente: me llamo Adriana Navarro, y soy de Barakaldo. Cursé mis dos primeros años de carrera en Salamanca para luego aterrizar en la única Facultad de España donde se impartía animación, la Facultad de Bellas Artes en la Universidad Politécnica de Valencia. Allí me especialicé en Animación. Durante el último curso trabajé como asistente en prácticas para un corto de la animadora Mª Carmen Poveda. Sentía que me faltaba algo por hacer, por lo que decidí acometer estudios superiores que me permitiesen profundizar en el conocimiento de la Animación, asentar bien las bases de lo aprendido y adquirir más nivel, de mano de grandes profesionales. Esa es la experiencia que me dispongo a compartir con ustedes.¿Cómo empezar? Una panorámica sobre el Máster El Máster es un continuum que comienza con el estudio de la preproducción; continúa abordando los diferentes aspectos de la producción, profundiza en aspectos propios del proceso de animar, y se cierra con la técnica del 3D. Se trata, pues, de un largo proceso de aprendizaje y asimilación.La docencia se da en forma de módulos o cursos intensivos. Estos cursos se dan en forma de asignaturas y "Workshops" o talleres. Especialmente en los

<p>La animación española ha tenido un escaparate de excepción durante el 2015: por primera vez dos de los grandes festivales de animacióna nivel internacional, el Trickfilm Festival de Stuttgart, (Alemania) y el veterano Festival International du Film d’Animation de Annecy (Francia), han coincidido en invitar a España para dar a conocer su producción en animación. Adriana Navarro, Beatriz Herráiz y Sara Álvarez nos cuentan los acontecimientos más destacados de ambos festivales.</p>

Objective: Know the social representations and the meanings attributed to children's fears by the parents, for delineate interventions that promote positive parenting in this area of child development difficulties. Method: descriptive study based on Meleis' Theory of Transitions and Abric's Theory of Social Representations. A diagnostic evaluation was performed between May and June of 2019, using a free word evocation through the stimulus inductor -children's and adolescents' fears. The sample consisted of 143 parents of children ≤ 18 years. Results: the meanings were identified by the position in the central and peripheral nucleus, which helped in the categorization of six types of parenting: parenting in distress, parenting with difficulties, positive parenting, attentive parenting, concerned parenting, and disconnected parenting. Conclusions: The project for positive parenting promotion in relation to children's fears based on the knowledge of the meanings attributed allowed not only to understand the dimension of the problem, but also to develop appropriate interventions and materials, as well as indicate the best approach to promote positive parenting in relation to children's fears.